Observing teachers’ (de)motivating styles : how does it relate to students’ outcomes?

Self-Determination Theory-based studies showed the importance of developing teachers' motivating style (i.e. being autonomy-supportive and providing structure) while minimizing their demotivating style (i.e. being controlling and chaotic). However, most research relied on self-reported measures. This study extends previous research by relying on observations. The study sample consisted of 65 PE-teachers (M age = 40,15 (11,50) years) and 904 students (M age = 13,23 (1.18) years). One PE lesson of each teacher was video- and audiotaped. At the end of each lesson, students completed questionnaires on their motivation and need-based experiences. Experts used a newly-developed observation tool to rate teachers’ (de)motivating style. Reliability (intrarater-, interrater-reliability, and internal consistency) and (internal) validity of the tool were assessed. Multilevel analyses were performed to examine the relations between teachers’ observed (de-)motivating style and students’ outcomes. The observation tool showed good reliability and validity, with teachers’ (de)motivating style being depicted in a circular model. Teachers’ autonomy-supportive and structuring styles were significantly and positively related to students’ autonomous motivation and negatively to amotivation. Teachers’ controlling style showed a trend towards a significant negative relation with controlled motivation. Teachers’ chaotic style was significantly and negatively related to students’ autonomous motivation and positively to amotivation. Teachers’ autonomy-supportive style was also significantly and positively related to students’ need support and negatively to students’ need frustration. Thus, we managed to create an observation tool that allows to assess PE teachers (de)motivating style in a comprehensive manner. The observed behaviors were correlated in a meaningful way with students’ outcomes.

Publication year:2022

Accessibility:Embargoed